TVETipedia Glossary

Basic education

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Education that precedes the earliest entry point into TVET (lower-secondary, upper-secondary, or post-secondary). Thus, basic education can encompass pre-school, primary education, and, depending on the entry point into TVET, none, some, or all of secondary education.

Source:
The World Bank, UNESCO and ILO, 2023, Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries.

The whole range of educational activities, taking place in various settings, that aim to meet basic learning needs as defined in the World Declaration on Education for All (Jomtien, Thailand, 1990). According to ISCED standard, basic education comprises primary education (first stage of basic education) and lower secondary education (second stage). It also covers a wide variety of non-formal and informal public and private activities intended to meet the basic learning needs of people of all ages.

Source:
UIS, UIL Glossary, (accessed 12/2022)
UIS, UIL Glossary, (accessed 12/2022)
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The UIS Glossary includes statistical terms related to education, science, technology and innovation, culture, and communication & information . Some of the entries contain translations in one or more of the following languages: Arabic, English, French and Spanish. Other entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk (*). This is a dynamic tool, which is regularly updated by the UIS.

Education and training that takes place in primary and secondary schools, as well as in adult education and training centres.

Source:
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
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This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

Similar to ‘basic skills’ or literacy and numeracy, but suggesting a primary focus on education, and a broad curriculum rather than literacy and numeracy as skills.

Source:
EU, European Adult Learning Glossary, Level 2, 2010
EU, European Adult Learning Glossary, Level 2, 2010
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This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l'illetrisme (ANLCI) and the University of Warsaw. Terms listed [...] are presented under six conceptual headings [...]. A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning.